Explain the principle contributions of Vygotsky as a theory of learning and compare and contrast the work of Piaget and Vygotsky.
1) Vygotsky’s groundwork was focused on how a child cognitively develops through the interactions a child has with his or her parents, teachers, and peers. Therefore, with the help of others, a child is able to acquire the ability to accomplish a task, in which, was in his or her potential ability. He explained that the significance of social interactions is culture and language. Vygotsky believed that culture is the blueprint to development and learning; without culture a child cannot have a fundamental understanding of the knowledge and functions that are needed to adapt in the world. He believed that the interactions between a child and adults help the child develop language, which in turn, will enhance the child’s mental functions.
While Piaget emphasized the child as being the sole contributor of making his or her own knowledge; Vygotsky rendered the practicality and importance of social interactions supplying a child’s development. Thus, the process of learning is as the first step a child is being assisted and then is able to master a task on her own. Whereas, Piaget believed that a child masters a task through his or her own experiences in a given environment.
In comparison with Piaget, they both describe that knowledge develops in stages of learning. Vygotsky presented the process of speech development and Piaget established the process of cognitive development. The older a child gets, the more he or she is able to think abstractly.
What connections do you see between this article and the chapter you ready by Vygotsky?
2) Alix Spiegel, the author of the article called “Old-Fashioned Play Builds Serious Skills” described that children engage in private speech during their imagination play, which can lead to self-regulation. He explained that through the technique of private speech, a child is able to control his or her feelings, behaviors, and emotions; which is similar to adults. Vygotsky’s view on inner speech is similar to the private speech that the author was talking about in the article. He believed that inner speech leads to the possibility for individuals to guide and direct their thoughts and behaviors. In the chapter by Vygotsky, he mentions that Piaget and other researchers have mentioned the fact that communication with others in their environment gives them the basis for confirming their thoughts (Vygotsky, 1935/1978). One passage from the chapter summed up the connection, it says, “Earlier research established that a child first becomes able to subordinate her behavior to rules in group play and only later does voluntary self-regulation of behavior arise as an internal function” (Vygotsky, 1935/1978, p. 90).
How are Bruner’s ideas related to those of the other two constructivists (Piaget and Vygotsky)?
Bruner’s theory on human symbol systems and Vygotsky’s theory on language in particular are similar. Bruner, Piaget, and Vygotsky believe that the members of a given culture and its technology influence people communication and experiences with the world, in which, their minds are enhanced by. Also, Bruner’s theory on categorization and coding systems resembles Piaget’s schema theory. Both theories express how individuals are able to perceive the blueprint and components of an object. Furthermore, the concept of attainment and the concept of formations have a close connection with Piaget’s assimilation and accommodation because they believe that everyone has previous knowledge that they can add to in the future as learning progresses. In addition, Bruner and Piaget believed in student-centered base learning. Thus, the child is able to construct his or her own meaning through discovering information on his or her own.
What exactly is Bruner’s theory on concept and percept? Are they similar to Piaget’s assimilation and accommodation? Or are the three modes (enactive, iconic, and symbolic) similar to Piaget’s assimilation and accommodation?
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